Opener: As students enter the room, they will immediately pick up and begin working on the opener –Instructional Strategy - Process for openers. This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is mathematical practice 3.

Learning Target: After completion of the opener, I will address the day’s learning targets to the students. For today’s lesson, the intended target is, “I can solve a variety of percent problems using a percent bar model.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

Thoughts from Me! As a way to dive into percents and create a conceptual understanding, students will utilize a bar model (mathematical practice 5). They will use the model to represent scenarios conceptually (mathematical practice 4) instead of just punching numbers. Students will also reason abstractly and quantitatively by analyzing what each model represents (mathematical practice 2). Students will look for repeated reasoning to make connections within percents (mathematical practice 8).

Resources

Instructional Strategy - Table Discussion: To summarize this lesson, I will have students have a table discussion on: When is a percent greater than 100? When is a percent less than 100? I want students to both visualize and discuss what certain percents look like – when do we only use a portion of the percent bar – when do we extend the percent bar. This conceptual understanding will be key for moving forward without the bar model, so I want to give students the opportunity to discuss the concept and share with the class.